2019-05-25T14:55:05ZMixed and Added Realities: Development and Use of Web-Based Learning Module for Technology and Natural Science Educators.http://hdl.handle.net/10500/19963
Mixed and Added Realities: Development and Use of Web-Based Learning Module for Technology and Natural Science Educators.
Ochonogor, Chukunoye Enunuwe and Makgato Moses
Teachers and lecturers continue to grapple with the best ways to teach and learn Science and Technology using current information and communication technologies (ICT). This paper presents an introductory process of developing web-based module for technology teacher education students using Web-CT and animation tools for the effective teaching of electro-chemistry that has remained a problem to Natural Science educators in South Africa. Two research questions: how can a web-based learning module be developed to enhance technology education? And what necessary steps can be practically taken in the use of animation to enhance the work of Natural Science educators? were addressed. One main hypothesis: `the use of mixed and added realities involving the development of Web-based learning module and animation enhances the performance of technology and Natural Science educators` was tested. The design was a quasi-experimental type of non-equivalent pre- and post-tests control groups and the mixed method with material development and teaching 58 learners. The main result showed that the approach of this study actually enhanced the performance of the educators and the learners in the experimental group. The study recommends the adoption of the results and increased number of subjects for possible replication elsewhere.
2013-01-01T00:00:00ZAssessment of Undergraduate Chemistry Students’ Difficulties in Organic Chemistryhttp://hdl.handle.net/10500/19962
Assessment of Undergraduate Chemistry Students’ Difficulties in Organic Chemistry
Ayalew, Temesgsn and OCHONOGOR Chukunoye E.
The purpose of this research was to investigate specific areas of difficulty for undergraduate University students in Organic Chemistry and to identify the sources of difficulty for Chemistry students in order to scientifically determine ways of improvement. The study was conducted in three years with 177 first year Chemistry students and 4 Organic Chemistry lecturers who have minimum five years teaching experience. Document analysis of examination scripts of 177 Chemistry students based on 54 Organic Chemistry questions, interviews on sampled Chemistry students, and questionnaires administered on all the 177
Chemistry students as well as the 4 Organic Chemistry lecturers were analysed. The Chemistry teachers’ questionnaire investigated the teachers’ perceptions about teaching Organic Chemistry in terms of any difficult topics, to identify the sources of difficulty, and to identify possible ways of improvement. The document analysis was conducted to assess students’ achievement and to evaluate students’ abilities and difficulties in solving Organic Chemistry problems. The main areas of difficulty identified by teachers and students in this study include functional groups, stereochemistry, and organic reactions and mechanisms among other selected topics. Several reasons and factors were adduced for the observed difficult aspects of Organic Chemistry, among which are: inappropriate Chemistry teachers` teaching methods, nature of the subject itself, students’ attitude and learning experience and learning style. Several ways of improvement have been discussed in the paper.
2015-10-01T00:00:00ZDesigning a Teacher Development Programme for improving the Content Knowledge of Grade 12 Mathematics and Science Teachershttp://hdl.handle.net/10500/19939
Designing a Teacher Development Programme for improving the Content Knowledge of Grade 12 Mathematics and Science Teachers
Mogari, D, Kriek, J, Atagana, H and OCHONOGOR, c.e
This paper profiles a community engaged initiative that is in a form of a teacher development programme (TDP) offered by the Institute for Science and Technology Education (ISTE). The programme sought to improve grade 12 mathematics and science teachers’ content knowledge. The ISTE TDP adopts an iterative approach where feedback from participating teachers informed the planning and design of the following year’s edition. ISTE TDP is based on the teachers’ needs; conducted by facilitators who are significantly versed in the teaching and learning conditions in schools; has interactive sessions that are largely participant-centred; and takes place over 5days of 8hours each. The benefit of ISTE TDP is a capacitated community of teachers with more confidence and enthusiasm.
2016-01-01T00:00:00ZPedagogy-Based Technology and Chemistry Students` Performance in Higher Institutions: A Case of Debreberhan Universityhttp://hdl.handle.net/10500/19937
Pedagogy-Based Technology and Chemistry Students` Performance in Higher Institutions: A Case of Debreberhan University
Hailegebreal, TD, OCHONOGOR Chukunoye E and Engida, T
Many students have difficulty in learning abstract and complex lessons of chemistry. This study investigated how students develop their understandings of abstract and complex lessons in chemistry with the aid of visualizing tools: animation, simulation and video that allow them to build clear concepts. Animation, simulation and video enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. They also enable to present information in more dynamic, compelling and interactive way with engaging environment. The study applied animation, simulation and video supporting, on student-centered learning activities, in electrochemistry for second year students organized with state of art technology flash and micro media player and evaluated for its effectiveness. A particular focus of this investigation was to what extent the uses of animation, simulation and video influenced student-centered learning. Pre- and post- tests were administrated on the target group and concurrent embedded mixed case study design was employed. Total quality of the developed package was evaluated by administrating a separate schedule containing open and closed ended question. The comments and ratings obtained in the learners’ insights provided the basis for the learning impact of the study. The result obtained from the experiment and responses of the schedule showed that technology integrated with appropriate pedagogy improves the performance of students.
2011-01-01T00:00:00Z